This first part of this paper discusses the profile of Persian language learners in the U.S. and explores the characteristics of second language learners and heritage learners by focusing on their motivation for learning Persian and the outcomes it has for student retention in Persian language classes. By examining students’ needs, we can learn how to address these needs better in order to focus on their career readiness and combat student retention. The results of this paper indicate that while students show a strong desire for the development and maintenance of their Persian language, they report a variety of reasons that hinder their efforts towards this goal.
The second part of the paper focuses on the timely issue of the state of teaching Persian and the sustainability of Persian programs as institutions face major budget cuts during the current administration. The paper draws on previous work, including the AATP roundtable organized during the 2016 AIS conference, as well as the advocacy efforts of organizations such as ACTFL, LSA, and NCOLTCL. This paper provides concrete suggestions for Persian language programs by providing a variety of strategies such as shifting the curriculum and use of technology. The paper also aims to raise awareness about the advocacy needs at many levels: at the university level, among colleagues in Iranian Studies, and also for the philanthropic community foundations that provide funds for Persian programs and can have a stronger voice when dealing with the university administration in order to help to sustain the Persian language programs.
